You will find an introduction to the Curriculum and how it is applied at Redland School below. For information on the separate subject areas, please use the tabs on the dropdown menu bar above.
Each child who comes to school is unique. We, the teachers, must first find out and show we value what the child already knows. Then we must advance their learning, using many facets of the curriculum to present them with opportunities to explore, reflect, discuss, question, remember and practice. By doing this they will be acquiring skills which will underpin their abilities and concepts in all areas of the curriculum.
We teach the children to listen, to think, to be numerate, to read, to write in a variety of ways and to know when to use these skills appropriately. We nurture in children an enjoyment in creating music, art, drama and movement. We teach them to observe, to record, to test, to ask questions, to wonder why. We shall teach the children about other cultures, faiths and harmonious living, about events in the past and possibilities in the future, about how the world became and what might happen if we don’t care for it.
Throughout these processes it is the professional expertise and competence of the teachers which facilitates assessment of each child and then provides opportunities for active learning and the development of skills and concepts.
For further information on the National Curriculum for Primary Schools please go to:-
The different curriculum areas are as follows …..
The National Curriculum comprises of:
- 5 core subjects; English, Mathematics, Science, Information and Communication Technology and Religious Education
- Foundation subjects; History, Geography, Design Technology, Art, Music and PE and French for KS2 pupils.
- Attainment targets and Level Descriptions
- Programmes of study for each Key Stage
- Assessment arrangements i.e. ongoing teacher assessment with reference to the Level
- Descriptions, Early Years Profiling for Reception and at the end of the Key Stage the statutory testing of 7 and 11 year olds.
The DFEE states that the National Curriculum should constitute 80% of the whole curriculum. It clearly recognises that individual pupils have different needs and speeds of progress. Indeed, the school’s curriculum includes:
- All the National Curriculum learning opportunities including the Literacy and Numeracy Frameworks.
- The delivery of the Personal, Social and Health Education Programme and the Religious Education curriculum.
- All the behaviour that is encouraged or discouraged.
- The organisation and routines.
- The way children interact with each other.
- The way adults, including parents, interact with the children.
Copies of all National Curriculum documents, the latest Ofsted Report, the School’s Ofsted Action Plan and Review, School Policies, Guidelines, Schemes of Work and examples of our record keeping system are available and you are very welcome to come to the office and request to look at them at any time.
The Early Years Foundation Stage (EYFS)
The Early Years Foundation Stage (EYFS) is the regulatory and quality framework for the provision of learning, development and care for children between birth and the academic year in which they turn five (0-5). Therefore if your child has attended preschool, nursery or a child minder they will have already begun the Early Years Foundation Stage.
The Four Themes of the EYFS are:
- A Unique Child – every child is a competent learner from birth who can be resilient, capable, confident and self assured.
- Positive Relationships – children learn to be strong and independent from a base of loving and secure relationships with parents and/or a key person.
- Enabling Environments – the environment plays a key role in supporting and extending children’s development and learning.
- Learning and Development – children develop and learn in different ways and different rates and all areas of Learning and Development are equally important and inter-connected.
How do the Teachers Organise Their Classrooms
- Teachers plan for different kinds of groupings according to the teaching content and the needs of the children. They will work alone, in pairs, as a whole class, as well as in groups. Teaching Assistants can also work with individuals and groups of children. Teachers carefully plan activities to be led by Teaching Assistants. Parents receive a curriculum newsletter at the beginning of each term, informing them of all the content of all curriculum areas.
Records of Achievement and Assessment. Statutory tests are carried out in Year 2 and Year 6. Formal assessments are carried out by class teachers three times a year, and children’s progress is monitored at ‘Pupil Progress Meetings’ involving the Headteacher, SENCO and Assessment Leader. A copy of the report together with other records and workbooks are also given to the receiving teacher to ensure continuity and progression. In July every child receives a report in which the class teacher comments upon strengths and weaknesses in each of the curricular areas against a set of benchmark statements for the current year group.